Integrated View of SLA The organizer below list the 4 stages of the intgrated view of SLA and what approached fall into each stage. Resources and tips for given for teachers.
Stage 1: Apperceived Input:
Having an awareness of new information from L2
Approaches:
1- Natural Approach: the silent period
2- The Innatism Theory Explanation:
1- Students coming into kindergarten without English will be observing the new language and environment. They will be in this silent period because they do not know the language.
2- The students will be in the first stages of the innate theory soaking up the new information. They will learn very quickly because they are so young.
Materials and Resources Needed:
- Visuals of vocabulary and concepts in sight for learners
- Books and text using simplified language
- Letter and numbers hung up on walls.
- Pictures for corresponding words.
- Hands-on activites and manipulatives
Stage 2: Comprehended Input:
Analyzing new information of L2
Approaches:
1- Natural Approach: the silent period
2- Natural Approach: Affective Filter Hypothesis
3- Comprehensible Input Explanation:
1- Stage 2 is still in the silent period because they are just beginning to process the information; they have not yet produced speech.
2- In order to begin to understand L2, the learner needs to have a positive mind set and a positive environment to progress to stage 3.
3- Learners need information that is on their level to begin to process and make connections.
Materials and Resources Needed:
- Learning Centers that adapt to each learning style
- Use music.
- Spiral Reviews
Stage 3: Comprehended Integration:
L2 is being processed and connected to previous knowledge
Approaches:
1- Natural Approach: Comprehensible Input
2- Input Processing Theory Explanation:
1- Connections are being made in this stage. Input needs to be just beyond the level the learner so they can continue to develop their L2.
2- Input is being organized into a system by the learner. Connections are being made and language is being to be produced.
Materials and Resources Needed:
- Centers meeting all learning styles.
- Books, and comprehensible input that are just above students’ level.
Stage 4: Output:
Producing appropriate language
Approaches:
1- Social Interactionist Approach
2- Functional Approach
3- Comprehensible Output Explanation:
1- Students are using their knowledge to speak. Their language will progress the more they interact and use their knowledge.
2- The functional approach focuses on communication. Language is acquired by exposure, use, and engaging in interaction. Students will learn more of a second language if they practice speaking.
3- Students will reword and try to fix errors to make their message comprehensible to their listener.
Materials and Resources Needed:
- Activities that allow interaction (group projects)
- Books (for questioning comprehension and detail)
Suggestions and Tips for Teachers
Teachers can use interesting topics that learners can relate to to motivate students.
Also, a positive environment must be present for learners to actively learn.
Approaches for Beginners / Limited English Proficiency
- The Natural Approach
Approaches for Moderate English Proficiency
- Input Processing Theory
- Functional Approach
Approaches for Middle School
- Social Interactionist Approach
- Functional Approach
- Natural Approach
Approaches for High School
- Social Interactionist Approach
- Functional Approach
- Natural Approach
Materials and Resources Needed:
- For beginners, provide pictures and visuals.
- For moderate English speakers, provide explanations and comprehensible input.
- Young ESL students- picture books, manipulative, picture dictionaries, print around room, and spiral reviews.
- Middle and High School- simplified versions of text and content, peer tutoring, cooperative groups, motivating topics, games that can be educational, and bilingual dictionaries.
- For any level- use prior knowledge the student may have and provide supplemental reading material.
The organizer below list the 4 stages of the intgrated view of SLA and what approached fall into each stage. Resources and tips for given for teachers.
Apperceived Input:
Having an awareness of new information from L2
1- Natural Approach: the silent period
2- The Innatism Theory
Explanation:
1- Students coming into kindergarten without English will be observing the new language and environment. They will be in this silent period because they do not know the language.
2- The students will be in the first stages of the innate theory soaking up the new information. They will learn very quickly because they are so young.
- Visuals of vocabulary and concepts in sight for learners
- Books and text using simplified language
- Letter and numbers hung up on walls.
- Pictures for corresponding words.
- Hands-on activites and manipulatives
Analyzing new information of L2
1- Natural Approach: the silent period
2- Natural Approach: Affective Filter Hypothesis
3- Comprehensible Input
Explanation:
1- Stage 2 is still in the silent period because they are just beginning to process the information; they have not yet produced speech.
2- In order to begin to understand L2, the learner needs to have a positive mind set and a positive environment to progress to stage 3.
3- Learners need information that is on their level to begin to process and make connections.
- Learning Centers that adapt to each learning style
- Use music.
- Spiral Reviews
L2 is being processed and connected to previous knowledge
1- Natural Approach: Comprehensible Input
2- Input Processing Theory
Explanation:
1- Connections are being made in this stage. Input needs to be just beyond the level the learner so they can continue to develop their L2.
2- Input is being organized into a system by the learner. Connections are being made and language is being to be produced.
- Centers meeting all learning styles.
- Books, and comprehensible input that are just above students’ level.
Producing appropriate language
1- Social Interactionist Approach
2- Functional Approach
3- Comprehensible Output
Explanation:
1- Students are using their knowledge to speak. Their language will progress the more they interact and use their knowledge.
2- The functional approach focuses on communication. Language is acquired by exposure, use, and engaging in interaction. Students will learn more of a second language if they practice speaking.
3- Students will reword and try to fix errors to make their message comprehensible to their listener.
- Activities that allow interaction (group projects)
- Books (for questioning comprehension and detail)
Teachers can use interesting topics that learners can relate to to motivate students.
Also, a positive environment must be present for learners to actively learn.
- The Natural Approach
Approaches for Moderate English Proficiency
- Input Processing Theory
- Functional Approach
Approaches for Younger ESL Student
- Innatism Approach
- Functional Approach
- Natural Approach
Approaches for Middle School
- Social Interactionist Approach
- Functional Approach
- Natural Approach
Approaches for High School
- Social Interactionist Approach
- Functional Approach
- Natural Approach
- For beginners, provide pictures and visuals.
- For moderate English speakers, provide explanations and comprehensible input.
- Young ESL students- picture books, manipulative, picture dictionaries, print around room, and spiral reviews.
- Middle and High School- simplified versions of text and content, peer tutoring, cooperative groups, motivating topics, games that can be educational, and bilingual dictionaries.
- For any level- use prior knowledge the student may have and provide supplemental reading material.
References:
Andrews, H. (2005). Tips for teaching ESL beginners andpre-literate adults. The Internet TESLJournal. Retrieved from
http://iteslj.org/Techniques/Andrews-Beginners.html
Lawrence, M. (2009). Tips for teaching middle and highschool ELL’s. Retrieved from http://www.colorincolorado.org/article/34712
Pellino, K. (2010). Effective strategies for teachingEnglish language learners. Retrieved from http://www.teach-nology.com/tutorials/teaching/esl/
Sasson, D. (2007). 6 tips for teaching lower level junior highschool ESL students. The Internet TESLJournal. Retrieved from
http://iteslj.org/Techniques/Sasson-LowerLevelJHS.html
Contact Information
Jennifer Lloyd
Una Elementary
jennifer.lloyd@mnps.org